In light of COVID-19, school divisions across the country closed their doors and shifted to remote instruction. In Virginia, little guidance was provided to assist educators and teacher educators with making this transition, particularly for students with individualized education programs (IEPs). In May of 2020, researchers surveyed Virginia stakeholders involved in special education to assess the effectiveness of instructional delivery and procedural compliance as it related to students' IEPs. Quantitative and qualitative data analysis reveal that while schools and school divisions were generally viewed as effective with the procedural components of a free and appropriate public education, they were less effective, or ineffective, with the provision of specialized instruction. Implications for teacher preparation programs are discussed.